Operation Barbarossa

Operation Barbarossa was perhaps the boldest, most ambitious but at the same time most foolish and ill-timed operation executed by Nazi Germany during World War II. This operation committed Germany to war against the Soviet Union which it invaded on June 22, 1941 and terminated on March of 1942. In the early stages of the campaign, the Germans employed the same bilitzkrieg tactics that served them well in the western campaigns.They were hoping to duplicate that same victory against the Soviets and were lulled into a false sense of confidence when they covered a lot of ground and scored many victories which netted them scores of prisoners of war. When 1942 came along, German high command began to realize later on how wrong they were and thus began a protracted war in what they came to call the â€Å"eastern front. † This operation was intended to be the fulfillment of Hitler's vision of lebensraum (living space) in his work, Mein Kampf.â€Å"If land was desired in Europe, it c ould be obtained by and large only at the expense of Russia, and this meant that the new Reich must again set itself on the march along the road of the Teutonic Knights of old, to obtain by the German sword sod for the German plow and daily bread for the nation†¦ †¦ Destiny itself seems to wish to point out the way to us here†¦ This colossal empire in the East is ripe for dissolution, and the end of the Jewish domination in Russia will also be the end of Russia as a state. † (cited in Shirer 124, 1044; Riasanovsky 515; Hitler)Politically, the clashing extremist ideologies of both Germany and the Soviet Union gave the Nazis even more impetus to invade Russia, considering it as a new crusade against communism which they believed was the creation of the Jews for whom Hitler and the Nazis could see no good. Furthermore, Hitler envisioned the Slavic people as a race that would serve the purpose of the Aryan race by wither being their slaves or â€Å"sport† whe rein they would provide them with something to hunt or kill to maintain their virility (Hitler).This was an opportunity for the Nazis to eradicate these enemies in one fell swoop, once and for all. The Spanish civil war of 1936 gave the Germans a taste of war against the communist where they even went face to face against Soviet â€Å"volunteers† in this conflict (Riasanovsky 514-515). As Hitler's armies were annexing neighboring states as part of restoring Germany's glory and patrimony, Hitler began conducting diplomatic overtures as part of his strategy to keep potential adversaries at bay, even for just a while and the Soviet Union was one of them.Thus began secret dipomatic maneuvers which resulted in the non-aggression pact between Germany and the Soviet Union prior to the invasion of Poland where the latter was invited to take part in it. Furthermore, this pact served other purposes other than buying time for Germany to attack Russia. Strategically, Germany needed Russi an territory to be able to transport resources to them following the blockade of the sealanes by the Allies, especially oil which was vital to Germany's war economy and machinery (Shirer 821-822).Despite entering into these agreements, secret or otherwise, both Germany and the Soviet Union still harbored suspicions and animosities against each other, primarily due to irreconcilable differences in ideology where both sides represent the opposite of political extremes, fascism and communism. The Soviets too saw the pact as an alliance of convenience on their part as they began their own expansion by invading the Baltic states of Lithuania, Latvia and Estonia as well as Finland, which was an ally of Germany in 1940.For the sake of keeping the peace with the Soviets, the Germans remained silent as their minor ally was attacked by the Soviets. Germany also felt insecure when the Soviets occupied the Baltic states which they also felt was theirs owing to historical precedence and even mor e concerned when the Soviets were also moving into Romania, another German ally further heightening tensions between these two supposed allies but it was rather apparent that conflict between them would be inevitable as both sides were taking advantage of each other, with the Soviets being the first (Riasanovsky 517; Shirer 832-836, 883).The Nazis entered into a treaty with the Soviets as an alliance of convenience hoping to get more from the treaty. As the war was progressing in the west, the Germans were beginning to realize how difficult the Russians were as negotiators as the latter were driving very hard bargains, especially Stalin. It is revealed in captured German government documents that Stalin also took part in negotiations and was a very tough negotiator who could not be pushed into a compromise and always sought a better deal for Russia and was very demanding.No amount of persuasion and even threats could deter the Russian autocrat (Shirer 882). The German war plan calle d for a one-front war in order to conserve and husband their resources. Though most of western Europe was not occupied, Great Britain remained defiant and continued to hold out in a protracted aerial battle over their airspace where they were able to inflict heavy casualties on the German Luftwaffe (air force), thereby forestalling any plans for a seaborne invasion by the Germans well into 1941.By 1941, Hitler began to become impatient on how the campaign against the British was going. It also did not help that Germany was also suffering an acute shortage of resources and this was what prompted Hitler to jump the proverbial gun and attack Russia, thinking also that the British would not give him a problem as he decided to shelve the invasion of Britain and leave it to his U-Boats to strangle Britain economically.By December of 1940, Hitler already had plans for the invasion from his generals and it was hoped that the attack would commence in the spring of 1941. The plan was codename d â€Å"Barbarossa,† after the Holy Roman emperor who was one of the co-leaders of the Third Crusade; an apt name for the operation since Hitler regarded this planned offensive as a new crusade and it also came at a time when relations between Berlin and Moscow were starting to turn sour as both sides appear to sense that they were double-crossing each other (Shirer 1045, 1049).Another reason for Hitler's desire to attack Russia the soonest was to seal Britain's fate, leaving her with no ally when he said: â€Å"But if Russia is smashed, Britain's last hope will be shattered. Then Germany will be master of Europe and the Balkans†¦ In view of these considerations, Russia must be liquidated†¦ The sooner Russia is smashed, the better. † (cited in Shirer 1047) Furthermore, Hitler also said that â€Å"When Barbarossa commences, the world wil hold its breath and make no comment.† (cited in Shirer 1078) Hitler was apparently lulled into a false sense of confi dence following the victories of German forces in Poland and western Europe and he felt they could do it again in Russia which made him even more confident because he regarded the Russians as inferior despite their large population and their inferiority would make it easy for Germany to defeat and conquer them. He was confident that he would succeed where Napoleon had failed, by conquering Russia quickly and in the shortest span of time possible.The rationale for this was to avoid the harsh Russian winter which was one of the reasons why Napoleon failed and he would not want to make that same mistake Napoleon did. Furthermore, if the Russian campaign would drag on beyond winter, they also had to contend with the following spring where the snow-covered ground would turn muddy, which would play havoc on their powerful war machines which they had never encountered in the western front.He was so driven and obsessed in attacking Russia that he disregarded the advice of his commanders to commence campaigns elsewhere by constantly stating Russia had to be eliminated first and that everything else could wait. The plan called for a six-month time table but constant foot-dragging and waging campaigns in the Balkans and North Africa delayed plans well into June of 1941 (Shirer 1087-1088). Alongside the military planning, Hitler also spelled out his political plans for Russia once the invasion commenced in what became known as the â€Å"Commissar Order.† Hitler saw the war also as a battle of ideologies and he saw the need to eliminate those who propagate it when he stated: â€Å"The commissars are the bearers of ideologies directly opposed to National Socialism. Therefore the commissars will be liquidated. German soldiers guilty of breaking international law will be excused. Russia has not participated in the Hague Convention and therefore has no rights under it. † (cited in Shirer 1089) It can further be inferred here that Hitler was intent on deliberately committing murder by ordering the systematic execution of any political commissar captured by German forces.Most of Hitler's commanders objected to it. These were professional soldiers who knew that murder was not part of a soldier's duty and this would be something they would have to deal with when several of them would be brought to trial in Nuremberg in 1945 (Shirer 1089-1090). In an apparent display of overconfidence, Alfred Rosenberg, one of Hitler's lieutenants, prematurely made a proposal on how to divide Russia into political administrations, each with an given German name.The Baltic region and Belarus would be called Ostland; the Ukraine, along with its adjacent areas; Southern Russia running along the Caucasus mountains would be called Kaukasus; the areas surrounding Moscow, Moskau; and Turkestan for the central regions, each ruled by the modern-day German version of the ancient Roman prefect. Furthermore, plans were already in motion on how to best exploit Russia's resou rces. They intend to use it to feed Germany's industries and its people.They were acutely aware of the adverse consequences it would have on the Russian people in terms of hunger but the Nazis could not care less on what would happen even if millions of Russians would perish under their proposed policies (Shirwe 1091-1092). The forces Hitler arrayed against Russia was made up of 175 army divisions, supported by formidable artillery and armored divisions, both from the Wehrmacht (regular army) and his elite Waffen-SS. These were divided into three army groups, North, Center and South, each given specific objectives to capture.To the north, under the command of Field Marshal Wilhelmvon Leeb, the target was Leningrad. As the city's name implies, it was named after Lenin, the acknowledged father of the Russian Revolution which incidentally began in that city, then named Petrograd (St. Petersburg) and the Soviet Union and therefore, one of the symbolic targets of the German invasion forc es. Historially, Hitler believed Leningrad was once part of the territory conquered by the Teutonic Knights of the Middle Ages and he was simply trying to take back what belonged to Germany by virtue of conquest (Salisbury 37).The center group, under Field Marshal Fedor von Bock, would head for the capital Moscow, reminiscent of Napoleon's actions. The southern forces under Field Marshal Gert von Rundstedt would head for Kiev and Rostov-on-Don in what is now part of the Ukraine which was the Soviet Union's agricultural heartland as well as the road to the oil-rich fields of the Caucasus and Black Sea area (Riasanovsky 518-519). Follow-on forces would come soon to do mop-up operations and to deal with any partisan or guerrilla activity in the occupied areas.All in all, the Nazi regime had already made grandiose plans on what to do with Russia, believing they would finally succeed where Napoleon had failed in addition to the fact that Russia's conquest would be the fulfillment of Hitl er's visions defined in Mein Kampf. On the part of the Soviets, they had the numerical superiority over the Germans with roughly 8 million men to the Germany's 4 million which also included its allies from Italy, Hungary, Finland and Romania.They even had ten times the number of artillery, armored vehicles and aircraft arrayed against the Germans as well. In terms of numbers, the Soviets were by no means weak. If there was one weakness of the Red Army, it was its diversity with men from the various Soviet republics and whose dispositions ranged from cooperative to hostile towards one another even before they faced the Germans.Furthermore, majority of the Soviet forces initially arrayed were made up primarily of conscripts coming mainly from the peasantry, a throwback of the Tsarist era. The commissars were the ones who primarily kept them in line, not just to preserve ideological purity but meting out discipline instead of the officers assigned to the units and even tried to lead th em, replacing the ones persecuted even though they lacked the qualifications. Communications and leadership was also poor.This was partly Stalin's fault during the Great Purge of the 1930's where several competent senior officers of the Red Army were victims of the purges, depriving their units of capable leaders. As a result, these units were routed with millions killed and taken prisoner (Parker 60). Overall command was under Field Marshal Georgi Zhukov who had distinguished himself in the far east in border clashes against the Japanese which gave him a reputation of being a successful commander.Countering the three German offensive groups are three â€Å"Directions† tasked with forming the defense of their assigned territory and launch a counteroffensive. They were the North-Western Direction under Colonel Generals Markian Popov and Fyodor Kuznetsov which covers the Baltic region; the Western Direction under General Dimitry Pavlov which covers the areas west of Moscow and the South-Western Direction under Generals Mikhail Kirponos and Ivan Tyulenev concentrating on the Ukraine (Parker 107; Riasanovsky 518).Despite having more war machines compared to the Germans, they were inferior in quality. The Soviets initially had the T-28 medium tanks which could not stand up to the supeior armor the Germans prepared the Panzer I-III series. Although the Soviets had quality armor like the T-34 and KV-1, they were not abundant in number and were reserved for first-line units, particularly the elite â€Å"Guards† units.For air assets, once more, the quality of Soviet combat aircraft was inferior to ther Germans as they fielded the Poikarpov I-16, Lavochkin-3 and Mig-3 which were mediocre compared to the superior Bf109 fighter planes of the Luftwaffe which made short work of the Red Air Force which were on peacetime status, with aircraft parked closely together in the airfields, making them easy targets for high-altitude bombers and the dreaded Stuka dive b ombers of the Luftwaffe (Batty).On the political front, even Stalin was aware of an imminent conflict with Germany and that the treaties they had would not last much longer as tensions between the two supposed allies were increasing as both sides began to sense the duplicity of the other. Yet, he refused to heed the warnings coming from intelligence agents in the field of an impending German attack and those who merely did their duty were branded as â€Å"provocateurs† and censured, if not arrested.He even ignored warnings from British and American emissaries who were aware of the dangers, thinking it was a ruse to make him show his hand prematurely and not wanting to make the mistake Nicholas II did in 1914. Stalin held absolute power and did not permit any autonomy nor initiative among his subordinates (Salisbury 37). Although German aircraft hadalready been intruding into Soviet airspace, Stalin gave orders not to meet or engage them.His hesitation proved costly as it sent a message to the Germans that the Soviets were complacent, making it the ripe time to attack. The first phase of the war began with air strikes on key military bases and cities to sow terror, panic and confusion as well as cripple and hinder Soviet forces. By the end of the opening phase, the Lufwaffe enjoyed total air superiority over Soviet territory, making them virtually unopposed as they managed to destroy a lot of Soviet aircraft on the ground and shoot down those that managed to take off but were inferior in quality.This was followed up by a simultaneous attack by all three German army groups in their respective fronts and they were able to catch the Soviets off guard, resulting in numerous Soviet casualties and prisoners. They would duplicate the same tactic they did in Poland wherein they would bypass heavier enemy units and encircle them, cutting them off from any support and crush them. They would apply the same tactic as well on major Soviet cities, besieging them and s tarving their people although in the case of Leningrad, Hitler wanted it destroyed (Riasanovsky 518; Salisbury 40).Surprisingly, they were happily welcomed by the civilian population in the Ukraine and the Baltic states who hated Stalin and his communist regime. For them, the Germans were liberators instead of invaders and this had helped the Germans gain a foothold into Soviet territory (Batty). However, by the fourth week of the campaign, the progress bogged down as the German forces were overextended and needed time to allow for support units to catch up. By the time they were able to resume again, winter had set in.Even though it provided mobility due to hardened ground, the conditions were do dismal and German forces were beginning to understand now why Napoleon failed as severe blizzards wrought havoc on the invaders who were unprepared for â€Å"General Winter,† the same foe Napoleon faced and had proven to be a far more formidable foe than any army the Germans had fou ght. At the same time, fresh Soviet troops from the east were deployed and they fought doggedly and with more determination, further slowing down the German advance.What had hoped to be finished in three to six months would run for four more years and would eventually bleed German resources dry. The Soviets may have been brought down initially but they were not out of the running as they managed to recover and become stronger in the latter phase of the campaign. In conclusion, Operation Barbarossa started off well but in the middle, it began to lose steam and thus forcing the Germans to fight a kind of war they did not want, especially against Russia which was a war of attrition.It was considered a failure because the Germans failed to meet their objectives of capturing the key cities and failed to meet their timetable, causing them to be caught up in a winter war they were ill-prepared for. This was attributed to the constant delay of the commencement of the attack. The delay cause d them to be caught up by the winter season and Hitler refused to heed his generals' advice for a pause to allow the winter to pass.Hitler's obsession for going on the offensive caused the German forces to be stretched too thin making the rear areas vulnerable to stay-behind forces and partisan attacks which tied down his forces. The dogged and tenacious resistance put up by the Soviets despite their inferior quality bought time for them to transfer their industries to the remote regions beyond the Urals where they were safe from attacks or capture and enabled the Soviets to reconstitute their forces. Finally, they underestimated the capabilities of the Red Army, especially the Nazi leadership who looked down on the Slavs.Finally, the Germans fought a war they did not want, a 3-front campaign: Western Europe, North Africa and Mediterranean and the Eastern Front which severely divided their forces and resources, not to mention fighting multiple enemies, especially with the entry of t he United States into the war. The Soviets too had their faults which nearly cost them the war, and Stalin was to blame for decimating his officer corps during the 1930 purges. His â€Å"iron will† of not permitting retreat also caused numerous casualties and prisoners as his commissars and loyal commanders blindly followed his orders.His saving grace was the leadership in the front provided by Zhukov who cleverly went around Stalin's orders to husband his forces that enabled them to recover and regain lost ground in the subsequent battles owing to the characteristic resilience of the Russian forces, interspersed with patriotic fervor. The Soviets ay have lost the initial battles but they eventually won the war because of this and eventually took the war to the Germans and visited upon them the same havoc they wrought upon them. Works Cited â€Å"Barbarossa (June-December 1941). † The World at War. Writ. Peter Batty. Thames. 1973.Hitler, Adolf. â€Å"Mein Kampf. † Hitler. Org. 1924. Retrieved 17 May 2010 . Parker, Robert Alexander Clarke. The Second World War: A Short History. Oxford: Oxford University Press, 2001. Riasanovsky, Nicholas V. A History of Russia. New York: Oxford University Press, 1984. Salisbury, Harrison E. â€Å"The 900 Days: The Siege of Leningrad. † True Stories of World War II . Ed. Nancy J. Sparks. Pleasantville, New York: The Reader's Digest Association, Inc. , 1969. 35-63. Shirer, William L. The Rise and Fall of the Third Reich. New York: Simon and Schuster, 1960.

Napoleon Iii

An Assessment of Whether Napoleon Bonaparte or Louis Napoleon Had More Significant Reforms in France Both Napoleon Bonaparte and his nephew Louis Napoleon Bonaparte were important rulers of France. They ruled with great power and control, they implemented many sweeping reforms and laws that greatly changed the course of French and European life. Napoleon Bonaparte and Louis Napoleon, also referred to as Napoleon III, each directed France through many reforms under their rule.However, the leader with the more significant reforms and impact on France was Napoleon III. Napoleon III had longer lasting reforms in the likes of rebuilding and modernizing Paris, constructing the French railway and heading a strong French foreign policy that included the unification of Italy. He also led France through a period of prosperity and industrialization. Louis Napoleon Bonaparte was elected the president of France at age 40, and capped a quite remarkable, and unlikely rise to power. Cavendish, 1998, para. 1). Louis Napoleon Bonaparte, named after his uncle Napoleon I, had never held a government position, nor had he even shown any sort of political capability, he rose to power solely through widespread support in France that he was the rightful heir to Napoleon I. (Cavendish, 1998, para. 1,2). In essence, Louis Napoleon rode into control of France on the coattails of his uncle and then he took his uncle’s rule and furthered the reforms and French power.Louis Napoleon campaigned that he would return France back to the glory that they had once had under the first Napoleon, and that he, as a ruler, was destined to bring France once again to the top of Europe. (Cavendish, 1998, para. 5). His strategy successfully swept him into the office of President of France’s Second Republic. The Professional Politicians in France couldn’t believe that Louis Napoleon had won, and they were even more shocked when he did away with them.But this didn’t satisfy the ambi tious ruler and he quickly took advantage of an economic slump in 1851 and posed himself to be the man that the French needed, not as president but as emperor. (Cavendish, 1998, final paragraph). Louis Napoleon Bonaparte can now be called Napoleon III, for in 1852 he declared himself the perfect fit for the job to keep France from collapse and socialism, the Emperor of the second French Empire. (Cavendish, 1998, final paragraph).The citizens of France, so scared of anarchy, and still believing in the â€Å"Napoleonic Ideals† that Napoleon I had left behind, overwhelmingly accepted Louis Napoleon as their new Emperor. The new parliamentary constitution that Napoleon III set up gave him the executive powers; it allowed him to nominate the members of the law-making council of state and the senate. (â€Å"France History-Second French Empire† n. d. , para. 1). Now that Louis-Napoleon had full control of France, he could freely implement actions and reforms that he couldnâ⠂¬â„¢t have easily achieved as President.One of Napoleon’s keen interests was in architecture, and it was his desire to make Paris a new modern city that ultimately turned Paris from an overcrowding, ancient, disease-ridden cluster of districts into the thriving beauty it is today. (Kirkman, 2007, para. 2). Napoleon’s interest was the foundation that would produce the plans for a rebuilding of Paris’s streets, its sewers, and all other aspects of urban planning. It would change the sight of Paris to something unlike anyone had seen. (Kirkman, 2007, para. 2).For hundreds of years, certain areas hadn’t been improved, and the daunting task of a renewal of Paris was laid on Baron Haussmann. Haussmann was a big time planner and was an advocate for beautiful sights, perfect balance and exactness. (â€Å"Paris† pg. 18). Haussmann’s desire of linear symmetry surfaced in his first step, which was to put Paris on a grid. He added streets to Paris that ran east and west, and north and south. These new streets were also wider, allowing for more public safety and safer traffic engineering. (Kirkman, 2007, para. 4).The rapid population growth mixed with fierce industrialization made some changes to Paris an absolute necessity. An example of this was shown in the growing demand for water closets, which directly led to the need to funnel the human waste effectively into the sewers. (Kirkman, 2007, para. 6). The old ways of dumping the waste in the rivers was rejected, and it was now an objective to keep the clean and dirty water separate. This new practice allowed for cleaner water, cleaner streets, cleaner people, and a much-improved healthy environment. (Kirkman, 2007, para. , and final paragraph). Under Napoleon’s constant input and watch Haussmann unified Paris with visual themes and facades that generated all around in the city. The horizontal style of Haussmann can be seen throughout Paris. (Kirkman, 2007, para. 7). Perha ps the most unifying aspect that Paris received during its makeover was the improvement of the transportation systems. The railroads underwent massive modernization as train stations were constructed in strategic locations to connect Paris with the rest of France and to the rest of Europe. (Kirkman, 2007, para. 10).These new train stations benefitted agriculture, industrial growth, international markets, employment opportunities, and they represented the overall feeling of a more modern city and nation that could be envied from surrounding countries. (Kirkman, 2007, para. 10). Napoleon III exemplified the prosperity and excellence of the time period by this complete rebuilding of Paris. With the help of grand scale designer Baron Haussmann, Paris â€Å"slashed boulevards through tangles of slums, began the modern sewer and water systems† and set the standard high for the beautiful city that still thrives today. â€Å"Paris† pg. 18) Napoleon III didn’t just focus on the improvement and his influence inside of France. Napoleon III headed a strong French foreign policy that occurred in the Second Empire. Particularly important was Napoleon III’s indispensible role in the Italian unification process. Count Camillo di Cavour was the prime minister of the Kingdom of Sardinia, most commonly known as Piedmont, and it was his revolutionary ideals and actions that pushed Italian unification forward. But Cavour needed the help of a strong ally in order to achieve is goals; this ally came in the form of Napoleon III and France. Oracle ThinkQuest, n. d. , Section III para. 2). Napoleon III always had a specific future planned out for Italy, he even once pushing for his cousin to rule there. (Geddes, 2010, para. 2). Napoleon III attempted to influence these rising movements of unification in Italy following the Revolutions of 1848. Whatever Napoleon’s intentions were for Italy, whether it was to use Italy as an asset to serve France in the future or if it was to genuinley support the Italian unification, Napoleon saw himself as one that was obligated to be the leader of these â€Å"free peoples of Europe. † (Geddes, 2010, para. ). Without the help of the Frech army and the support of Napoleon III, Piedmont would have had no chance to unify Italy. Napoleon III’s influence in this unification process was so extensive he alone put all of Italy together, and kept Rome out of it so as to keep the support of the Catholic church. (Geddes, 2010, final paragraph). There is also an argument that Napoleon I, Napoleon Bonaparte, had the more significant reforms in French history as opposed to Napoleon III. Napoleon I led the French, the the most powerful army in Europe, across the continent in conquerring much of Europe. History, n. d. , opening paragraph). Napoleon’s reforms included the new ‘Napoleonic Law Code’ that he implemented in France and in the countries he conquerred, a stronger army, a renewed relationship with the pope, banking and education improvements, and support for the arts and sciences. (History, n. d. The Coup of 18 Brumaire section para. 3). But Napoleon I’s reforms were self destructed when Napoleon made several key mistakes that ultimately doomed his reforms and his plan to establish stability back into the post-revolutionized France. History, n. d. The Coup of 18 Brumaire section para. 3). One miscue included the flop of the continental system, or Napoleon Bonaparte’s attempt the ruin the British economy but in backlash it only ruined the French economy. Another mistake was the catastrophic invasion of Russia. The Russian army destroyed French supply lines and Napoleon abandoned his army in the Russian winter where they attempted to retreat. Only 100,000 of the original 600,000 French survived. (History, n. d. Napoleon’s Downfall section para. 1). The French momentum was killed, and so was Napoleon I’s popularity. Napole on I was then forced to abdicate the throne by the combined powers of Britain, Prussia, Russia, and Austria and he was exiled to Elba. Those same powers, in order to ensure that France wouldn’t try to do the same thing again all but eliminated what Napoleon I had long been working for and France was sent back to square one. (History, n. d. Napoleon’s Downfall section para. 2,3).Therfore, although both Napoleon Bonaparte and Louis Napoleon implemented great reforms in France, Napoleon III had the more significant reforms. Napoleon III’s reforms had more of a long-lasting effect on France and Europe. Some of these long lasting reforms included the modernization and rebuilding of Paris, improving the French railroads, and influencing the unification of Italy. Thus it is Louis Napoleon Bonaparte that deserves the credit for achieving the more significant reforms in France.

An Incident That Made Me Believe in Fate!!!

An Incident That Made Me Believe In FATE!!! I am choosing that free will exists in our world. I think that I make my own choices every day, but I know that God definitely helps me along the way. Every day I wake up, and I make a decision, should I go back to sleep, lie here looking at the walls, or should I get out of bed and go to class? My story takes place before I was a teenager; I would have to flashback twenty years. What is faith? Is it belief in one’s God? How does one find faith? Can someone that claims to have faith ever doubt? When I was twelve years old, I thought that I was religious. I went to a function with my youth group. In attendance were a great number of kids, I felt lost in the shuffle with so many things going on. Just as I contemplated to sneak away, a boy came over to talk to me, â€Å"How thoughtful,† I said to myself. We sat for a very long time and read the Bible together. It made me feel so special, like I was starting to belong to the group. I felt it was so wonderful that someone took the time to notice me. This experience had a very special meaning to me. One of the most important aspects of teenage life is feeling secure, accepted, and loved. At that moment I felt all those things at one time. My preacher came over to talk with me and wondered why I was sitting all alone. I looked up and realized I was alone. I told her about the boy who had noticed me. We read the bible together, and we talked for hours. She helped me look for him and we couldn’t find him anywhere. I was devastated and had no idea where he could have gone. I had been looking all weekend for the boy who noticed me, only I still couldn’t find him anywhere. That’s when I realized that this was awesome. I know what it is: It is fate or faith? Here I am at a Christian event, and to think I was visited by the Lord. I told the preacher that, and she told me that I need to tell everyone the account of what happened. So there I was, standing in front of this group of kids. I was so anxious, but also calm. The story just flowed out of me. I told everyone what exactly happened to me this weekend. Whether individuals believe in God or not, a person must have a reason for his or her belief. I think fate has dealt me with a wonderful reason to believe in God!!!

Japan Buys More of Euro Bailot Bond Article Example | Topics and Well Written Essays - 750 words

Japan Buys More of Euro Bailot Bond - Article Example Unlike Japan, other countries are not inclined to buy the European bonds because of the increasing debt problems which confront Europe. Even China which bought the bonds previously has not shown any intention of purchasing additional bonds. The financial crisis in Europe has made the yen stronger, making Japanese products less competitive than other products in the world. Because of this, the Japanese government has intervened in the currency market to weaken the yen, which was opposed by the European countries. It is not clear though whether this opposition by European countries triggered the reduction in the purchase by Japan of the EFSF bonds. The Japanese Finance Ministry defends its position by saying that the reduction in the purchase is based on the euro â€Å"liquidity† in its reserves and the conditions of the EFSF securities (Nakamichi , par 10). As a background information, the European Financial Stability Fund was set up in May 2010 with $625M. It was set up  "to bail out Greece to keep the turmoil caused by its debt from spreading to the euro-zone’s weaker members† (The New York Times , par 1). ... This article shows the importance of rescuing the European countries. Even if Japan is also beset with the problem of reconstruction after the devastating earthquake and tsunami last March, it still purchased the European bonds because it is aware that a recession in Europe will have a domino effect. Once European demand falls, the American, Japanese and Chinese economies will be adversely affected. Japan realizes that if the market confidence on the euro falls, there will be financial and trade disruptions. This scenario will lead to another global recession which the Japanese government would not like because their economy is export-driven. Since Japan has excess foreign reserves, the Finance Ministry decided on purchasing the Euro bonds to help the European economy. Next to China, Japan is known to have the world’s second-largest foreign-exchange reserves. The move of Japan to buy the Euro bailout bond is very commendable because one sees the concern of Japan to avert a wor ldwide crisis. Japan’s move means that they want to do their share in stabilizing the global financial system. The purchase of Euro bonds by Japan will help sustain the euro which has declined versus the yen. Hopefully, with Japan buying more Euro bonds, other countries will trust the deal more and purchase the bonds too to help Europe get out of the crisis. It will boost confidence in the EFSF further. Regarding Japan’s intervention to weaken their currency, one sees this as a move to help the country’s exporters. Having a strong yen makes Japanese goods more expensive for foreign buyers and would result in a decline in profit margins for the exporters. However, one does not see this as an effective way to improve its

SEA Statement Essay Example | Topics and Well Written Essays - 2500 words

SEA Statement - Essay Example Although the Environmental Assessment (Scotland) Act 2005 (the Act) has now come into force, the first preparatory act of the Draft Strategy was undertaken prior to commencement of the Act, and therefore the SEA has been undertaken in accordance with the Regulations and not the Act. Strategic Environmental Assessment, "a systematic method for considering the likely environmental effects of plans, programmes and strategies, during their development" (Walker, May 2007, p.1), aims decision-making after integrating environmental factors, environmental protection improving plans and participation of common people. Moreover, a formal consultation concerning SEA process is being undertaken. The utmost criteria of the SEA process: "[s]coping Report sent to Consultation Authorities in October 2006 and Final Strategy and Post adoption SEA Statement" (The Scottish Government, 2008). The Dublin City Council made a study in quest of available scopes for developing a new major water source for the Greater Dublin Area in 2005 and the council adopted the findings found by the SEA after considering ER and stakeholder issues. SEA Directive was transposed in England to carry out strategic environmental assessment for transport plans and programmes in England following requirements set by SEA which integrates the Directive's requirements with existing transport appraisal processes. Basically the objective of the SEA Directive is described by Article 1: "the SEA Directive is to provide for a high level of protection of the environment and to contribute to the integration of environmental considerations into the preparation and adoption of plans ... with a view to promoting sustainable development." (TAG, December 2004) Guidance thus can be mentioned that SEA has been securing new plans for transportation which will include the transport plans, and now, centralised to local plan implementation for transplantation. Again, the guidance is not willing to be used as a law rather provides a "basis for understanding SEA, but is no substitute for giving

Public schools of Washington DC Essay Example | Topics and Well Written Essays - 500 words

Public schools of Washington DC - Essay Example It has three major objectives: Objective 1 The first objective is to ensure development of effective leadership within the development team of the program which would comprise of members from Woodson Foundation, Public School and NCPIE. Each organization has diverse interests but is united in its goal of improving students’ academic performance and learning. The leader should be able to motivate team members to develop common goals and collective decision making. The leadership therefore, becomes a major element that is able to empower members to make decisions based on informed choices and encourages cross cultural understanding and mutual respect. It thereby, exploits personal traits of the team members for optimal performance outcome. Objective 2 Teams perform best when adequate resources line finance, infrastructure, skill etc are available to them. Hence, leaders must ensure availability of resources. In this case, he must create two steering committees: one would oversee development of educational leaders, training and development and teaching curricula; the second would help to ensure management of the program vis-a-vis meet the financial and infrastructural need of the program. The team members should be judiciously selected so that team has technical expertise and managerial skill to identify problems and evolve solutions through mutual consensus.

Culturally Diverse Special Education Classroom Essay

Culturally Diverse Special Education Classroom - Essay Example Diversity can affect both the environment of the class and the students. The language differences may lead the students to a communication gap. Students belonging to different culture face different problems in accordance to their living standards. The skill level of the students depends upon their origin and culture. Skill levels are greatly enhanced if the standard of the education system is according to their level. For example a student of china would face difficulties while studying in the USA. This is because the student is not able to cope up with the standards of education in USA as he has always studied in the standards of China. He may face difficulties in understanding the language and writing according to the standards in USA. Culture is an important part in the student's lives. If a person belongs to the USA he would have no difficulties in adjusting to the university environment. Similarly a person who is not of the USA culture might face some difficulties in adjusting to the environment. This has a massive effect on the way one studies (Amato & Snow 1992). As if one cannot adjust to the environment of the university he might face the problems of depression and stress and may not be able to study properly. In order to provide a safe and sound environment to the students, paraprofessionals who belong to different cultures should be present there. Paraprofessionals of different heritages may help the students to study with accordance to the standards required in a particular university. They may provide the student with a sense of relief and security as the student belonging to different culture might not be feeling that secure with a paraprofessional of different culture. Parents of the students should be handled properly by the teachers. The teachers should know that what environment and culture do the parents belong and then treat the parents accordingly. For example the teachers should tell the parents about the environment of the university wit h accordance to their culture. The teacher should be completely aware of the multicultural students the teacher should know about the standards of education of students of different culture. For example the teacher should know about the standards of education of China and should not force the student from China to work on the standards of USA immediately. If the student is being forced to study on a standard of which he cannot it is possible that he may suffer from other problems. (Opsahl 1996) If a teacher is teaching in a class where students from many different cultures are present he should always be careful about speaking in the right tone and accent so that all the students even who have a different native language can understand what the teacher is commending to them. In order to teach multicultural students the teacher should learn about the culture of different students and should understand the language the students know. The teachers should make a point to ask students if they are having difficulties in understanding what the

Sustainability and environmental issues Essay Example | Topics and Well Written Essays - 2500 words

Sustainability and environmental issues - Essay Example I think the fundamental definitions of sustainability need to be changed in such a way that they relate to all key aspects of development instead of relating only to such activities that point towards individual comfort. Principles of sustainability appear to be more multifaceted and flexible as compared to livability principles which appear to be focused towards some key aspects of development. Social equity is the central theme of the principles of sustainability. Most of the principles revolve around such activities that ensure gender and social equity. â€Å"Sustainability is focused on the future as well as the present, and in particular the ability to sustain human society† (Sanford 2012, p. 1). On the other hand, livability principles describe the varied aspects of surroundings, society, and shared experiences that form a society. They are focused towards improving human wellbeing, and promote efforts to improve economy, environment, and human life. The comparison of th e principles of sustainability and livability principles reveal that sustainable development is all about fulfillment of basic needs of people and about ensuring that future generations can also benefit from political and social development. Sustainable development interconnects society, economy, and the environment. Sustainability focuses on meeting human needs without damaging the environment for future generations. It also focuses on improving the quality of life through technology without polluting the environment. On the other hand, livability is about interconnecting quality and transportation facilities for increasing opportunities for people. Some of those opportunities include quality schools and colleges, affordable housing, access to employment opportunities, and safe streets (Sanford 2012). Through comparing the principles of sustainability and livability principles, I would say that the principles of livability can be improved by aligning them with the framework of sust ainability. It will not only make livability principles more dynamic and varied, but also it will help people is developing an equity-based society where there is no difference between individuals and efforts of every person is geared towards bringing improvement in economy and social and political environments using livability guidelines. This alignment of the goals of sustainability with the principles of livability will also allow for an integrated planning framework which can be used for meeting the guidelines of both livability and sustainability (Sanford 2012). Sustainable Development Retrieved from http://insightto-energy.blogspot.com/2011_04_01_archive.html The principles of sustainability cover all key aspects of a strong society, such as, use of appropriate technology, building cultural and spiritual sensitivity, improving national sovereignty, reducing gender discrimination, ensuring peace and national unity, and strengthening democracy and institutional viability. On the other hand, the definitions of livability can be aligned with the principles of sustainability to build a dynamic social, political, and economic environment. I think it would be useful to change the fundamental definitions of sustainability into ones that are more understandable and relate to local aspects because it will add to social stability and economic prosperity. â€Å"

Distance Learning versus Classroom Instruction Article

Distance Learning versus Classroom Instruction - Article Example The general impression from the study was initially apprehension given that the authors clearly indicated at first that from the eleven students who were exposed to distance learning, only â€Å"six students completed the course, three never started, and two students failed to complete the required assignments. Reported reasons for not completing the course included discomfort with the logistics of distance education and lack of available time† (Schardt, 2002, p. 456).   The percentage, at the onset was already almost 50% participation revealing factors for discontinued pursuance as ranging from uneasiness due to perception and applied logistics of distance learning and of course, the element of time. On the other hand, all sixteen participants for the traditional classroom instruction completed the course. The findings were surprising given that initial reaction and response of participants to distance learning were controversial. A review of the findings indicate that â₠¬Å"the differences in knowledge retention can be credited to three important attributes of distance education: more time for learning and reflection is available, individual attention stimulates learning, and motivation enhances the learning process† (Schardt, Garrison, & Kochi, 2002, p. 456). After analyzing the outcome, one realized that the advantages accorded by distance learning are focused on the ability to synthesize and integrate all the information that has been provided at the most convenient time.

Communication Techniques Personal Statement Example | Topics and Well Written Essays - 500 words

Communication Techniques - Personal Statement Example When we grow older, I have learned to tailor my conversation with her according to her preferences and made her understand my ideas through elaboration. Through this openness to new communication techniques anchored in responding according to my sister's requirements, I was able to build a harmonious relationship. My experience in studying sign language strengthened my determination to choose communication as a major. Sign language classes exposed me to the hardships and needs of people who are disabled. I used to pity them knowing that they do not have avenue where they can truly express themselves. However, it also challenged me to make a difference in communication as I am able and free to communicate my ideas. When I was young, I have developed an interest in communication through mass media especially during the nights when I watch documentaries with my father. It opened my eyes on social issues which typical people ignore. Having the chance to explore this field, I choose to become an intern at a Korean news station (KEMS) within the past six months. My first assignment was to report on the animal festival' in downtown San Jose through capturing two interviews on my camera. I was initially nervous but find it rewarding to see my work aired on the television. Man is a social being and communication is as old as man himself.

The Holocaust Essay Example for Free

The Holocaust Essay The pain and conditions experienced by the victims is unimaginable by any standards. (spicenter. org) In the early 1930’s, Eastern Europe was on the verge of power, and in a small western European country called Germany, trouble was occurring. In 1933, Europeans had no worries beyond their daily struggle to earn money, put food on their familys table, and clothes on their childrens backs. This would all change in a matter of months. Whatever type of life a person had built for themselves, it was all to come to a crashing down, if they did not conform to Hitler’s specifications. www. ushmm. org) On January 30, 1933 Adolf Hitler was appointed chancellor of Germany. In March 1933, with the building of the Dachau concentration camp, (thinkquest. org) Adolf Hitlers rising became one of the most destructive leaderships in recorded human existence. After his inception as ruler of Germany, Adolf Hitler had one thing on his mind, a pure Aryan race with complete world domination. Jews were subjected to humiliation through the Anti-Jewish Laws. (theholocaustexplained. rg) The seven most established laws in Germany were: Jews were forced from jobs in civil service and history, Jews were barred from most other professions, Jews were excluded from schools and universities, Jews were forced to carry cards identifying themselves as Jews, Jews were forced to have a J stamped on their passports, Jews were excluded from dining and sleeping cars on German trains, and Jews were barred from public areas such as parks, sporting arenas, and baths. (theholocaustexplained. org) Hit ler’s goal was to eliminate all of the things he did not desire for Europe. worldpress. com) This included: Jews, mentally and physically ill, non supporters of Nazism, gypsies, homosexuals, and anyone else who did not fit the mandatory code. (www. ushmm. org) He wanted to create a â€Å"superior race† called the Aryan Nation. To accomplish his mission he had concentration camps created. (library. thinkquest. org) The most significant sign of the troubles looming ahead was the â€Å"Kristallnacht-night of the broken glass. † On November 9, 1938, Nazis attacked Jewish communities; destroying, and burning over 1000 synagogues. (theholocaustexplained. rg) Over 700 businesses were wrecked, as were hospitals, schools, cemeteries, and homes. From Poland, Czechoslovakia, eastern European provinces, and of course Germany, a great migration was going to begin. (worldpress. com)Nazis transported victims to concentration camps by means of railroad, which was the cheapest a nd easiest method. The trip was horrible. People were packed in as tightly as possible. In the summer, the cars became sweaty, smelling, and seriously hot. Many died of heat stroke. On the other hand, winter was even worse. When the temperatures decreased, these cars were sent place to place without heat. Death from hypothermia and starvation was common. (spicenter. org) Camps were set up for various purposes. These included labor, medical experiments, and death. Transition camps were set up as holding places for death camps. (Saucher) At the beginning of camp, prisoners usually had marks on their clothes or numbers on their arms to identify them. Things such as: jewelry, clothes, shoes, gold fillings, eyeglasses, shawls, baby bottles, and anything with value was taken and sold. (Saucher) They were then put into the inhumane conditions of the camps. Many times families would be split up. Women and men were separated, and grouped according to age. (library. thinkquest. org) There was only one bathroom for hundreds of people. At some camps these were long wooden boards with round holes. While they are in the bathroom, they would be watched by the soldiers to make sure they would not stay in too long. (Saucher) There was no toilet paper, so the prisoners used the linings of jackets. If they did not have one, they often stole one from someone else. Sleeping conditions were equally bad. The beds of the prisoners were usually wooden boards. The diet of the prisoners was poor. (thinkquest. rg) A standard daily meal would consist of watery soup and a piece of bread. Occasionally, an extra allowance was permitted and prisoners received a piece of cheese, some margarine, or some watered jam. (thinkquest. org) The prisoners had to stand for hours in snow, rain, heat, or cold for role-call, which occurred twice a day. Within the first few days of being at a camp many people woul d die of hunger, disease, or a beating. (thinkquest. org) The main disease was typhus, which was carried by flies. When infected by disease, prisoners were still required to work. They did not see that sickness necessarily meant death. spicenter. org) If the prisoners did not obey the guards every order then they would be beaten, put in solitary confinement or shot. It was extremely hard for prisoners to escape these camps. If caught, a prisoner was either shot or beaten severely. (Saucher) Many times, when someone escaped from a camp, all of the prisoners in that group would be shot. (Dinnerstein) If a person was caught planning a rebellion or escape, and the prisoner refused to give the names of the other associates, the Nazis would bring everyone from his or her barracks and force him or her to watch to mutilation of the others. Dinnerstein) When a prisoner died, the remains were usually thrown on the side of the street. Later, most of the bodies were burned. (library. thinkquest . org) There was often a severe lack of food. This was overcome by the cooks, who sometimes used the dead bodies as food for the prisoners. (thinkquest. org) Many of the activities practiced by the Nazi soldiers were horrifying. (thinkquest. org) Prisoners were fed to bears in private zoos. Husbands were forced to have sex with others men’s wives in front of their children. Women were forced to have sexual relations with animals. thinkquest. org)Jewish babies were launched into the air and fasten together by bayonets in front of their mothers. Soldiers practiced their gunmanship by shooting the Jews finger tips and noses. Prisoners were put through terrifying experiments without their consent. The first tests performed were sterilization tests. (A,2) Three methods were tried, including sterilization by medication, sterilization by x-rays, and sterilization by injection. Next came saltwater tests. Prisoners were forced to drink saltwater until they went insane. They were performed in order to find a way for downed pilots and sailors to drink the surrounding sea water. The third set of tests were high altitude tests. (A,4) Test subjects were put in low pressure chambers and then the oxygen was slowly removed. After the subject died, the Nazis put the body under water and did an autopsy to find out how much oxygen was left in the brain cavity. (B,2) Another set of tests were performed to find information on hypothermia. The Nazis took subjects and put flight suits on them. After being properly adjusted, the men were put in 36 degree Fahrenheit water. Then they would be able to find a way to save pilots stranded in the North and Baltic Seas. (thinkquest. org) Before they could be revived, many of the men died of severe brain excessive bleeding. The Nazis used quite a few methods of extermination, but the most common were gassing, burning, shooting, beating, and inhumane testing. (spicenter. org) Gassing was the easiest, cheapest, and most efficient way of destruction. Jews were put in chambers disguised as showers and then gas was let in. They were all sent to the showers, naked with a bar of soap, so as to deceive them into believing that they were truly going into a shower. B,1) Most people smelled the burning bodies and knew the truth. To most people the Holocaust represents an extremely harmful event, and perhaps the cruelest crime in history. (thinkquest. org) What many fail to consider is the pain and misery these prisoners endured throughout these unfortunate times. The truth is that all prisoners were treated wrongly; from the time that they were captured and separated from their family, until the moment they were forced into death. Concentration camps were camps that the Jewish, Gypsies, or other people were forced to go to, to be tortured or forced to do work. Adolf Hitler and the German Nazi Soldiers did not like those kinds of people so they decided to put them in camps, called Concentration camps. They put them in these camps mostly because of their looks and their religion. By 1942, Germans had built 6 death camps. Some death camps were located in Auschwitz, Belzec, Chelmno, Majdanek, Sobibor, and T. II. Some other concentration camps were Bergen-Belsen, Buchenwald, Dachau, Sachsenhausen, Treblinka, and Theresienstadt. These camps were work camps not killing camps. The worst death camp was Auschwitz. (thinkquest. org) It was the largest concentration camp. Auschwitz was located in Poland. It was made up of 3 concentration camps in one. About 1 ? million people were killed at Auschwitz during World War II. (C,2) The second camp was Bergen-Belsen. It was built in 1943 as a prison camp. It was meant for 10,000 people, but it held 41,000. (thinkquest. org) There were no gas chambers but 37,000 prisoners died from either diseases or just being overworked. Anne Frank, one of the most famous victims died there. The third camp was Dachau. This was the first concentration camp built in 1933. This camp was meant to perform experiments on prisoners but it wasn’t meant for a killing camp. It was still known as one of the harshest camps because of its horrible living conditions and experiments. (thinkquest. org) The fourth camp was Sachsenhausen. This camp was built in 1936. It was apart of three camps, including Buchenwald and Dachau. (thinkquest. org) Early prisoners were 10,000 Jews from Berlin and Hamburg. 200. 000 people were in the camp. 100,000 ended up dying from diseases, exhaustion, or over working. (C,3) The fifth camp was Theresienstadt. 33,500 people died from the crowding in the ghetto. 88,000 Jews were sent to killing camps. (thinkquest. org) The sixth camp was Treblinka and T. II. In 1941 it opened to be a slavery camp. Close by another camp called T. II opened in 1942. That camp was meant to be a killing camp. (thinkquest. org) In Treblinka, there were bath houses which were used to kill people by a poisonous gas called carbon monoxide. About 700,000 to 900,000 were killed. (thinkquest. org) In 1943, a group of prisoners tried to escape but some were killed or recaptured. T. II camp was closed in October of 1943. (thinkquest. org) Treblinka was closed in July of 1944. In 1945, the war ended. Many died due to the harsh conditions of the camps. (thinkquest. org) Very few survived. If you survived you were very lucky! (C,4) There is a lot of information about the Holocaust. Some propagandists use partial knowledge to suggest that it didnt happen and they have their own statistics to make their audience believe so. Some people feel guilty. It was a very dark time and lots of lives were lost. (library. thinkquest. org) Others would like to escape from what they did because I think deep down they all knew it was wrong. Some people are just ignorant and feel superior and are racist so they dont regard it as something bad but something that should have continued happening. (spicenter. rg) Those types of people are horrible. Then, there are always skeptics. I believe the holocaust happened because first of all, who would fake something like that? And second of all, if people dont learn the lessons of history, people will be forced to repeat them. And who would want to repeat that? Maybe some people are just scared and dont quite understand what the holocaust was. I m ean, there are even some people who called Anne Franks diary fake and thats just wrong. (Saucher) But its not necessarily that people are stupid or idiotic but they just werent taught the normal way. Maybe they were taught to ignore things like that. Fear things like that. Laugh, gloat, and cheer at things like that. (Saucher) What disgusts me is that, people should know to frown upon those things but also have to accept them too to make sure that nothing like that ever occurs again. The Holocaust was absolutely real. Did they starve people and pile their bodies just to take convincing pictures? Theres real evidence. What about all the concentration camps? There are millions of bodies there. (Saucher) Im sure its possible to count them all, and the numbers would be well into the millions, of course, not all Jews died in concentration camps, but the numbers are very high. Prisoners liberated from camps. (Dinnerstein) It means Jews were alive and being fed. You don’t feed or protect a person you want to kill. If they were killed then who was liberated. (thinkquest. org) There are countless testimonies to see that the Holocaust did happen. Just go to Poland, Germany and other European countries in order to see the horror that the Nazis had made. (Saucher) The same people who say the Holocaust never happened are called Holocaust deniers. Holocaust denial is the act of denying the genocide of Jews during World War II, Holocaust denial is a criminal offense, punishable by fine and imprisonment in different countries in the world. Israel, Austria, Czech Republic, France, Germany, Spain and Belgium have enacted laws prohibiting Holocaust denial. Italy has a similar law that is being ratified. Quite simply the reason that many people no longer believe the holocaust happened is the fact that there is absolutely no evidence that it did. (Dinnerstein) The proof is always on those making the accusations. Many of the photos that were taken intentionally held those showing diseased prisoners were released. The fact that there was allied bombings and lack of food was the true reason for the deaths of those at the concentration camps. The scale of which has dropped at first being as high as 6 million people to the now accepted number of 200,000 to 1 million. (thinkquest. org) Quite simply we dont know exactly how many people died in the camps in Poland because there was never an investigation allowed. However the thing that many people dont understand is that there were no death camps or gas chambers. Even at the most horrific camp, Auschwitz, the only proof of there being a gas chamber was a reconstructed air raid shelter made by the Russians post war. (thinkquest. org) That right there is opinions being listed. (spicenter. org) People don’t believe the Holocaust never happened because of the facts not being more clear and official. What else do people want? Humans just like us suffered a tragic death or memory from the Holocaust and because evidence was either destroyed or just not there anymore people want to question or doubt that the Holocaust never happened. That’s wrong. (thinkquest. rg) What about Anne Frank’s diary. Is that fake? Did someone just waste their time faking a diary and going fully out of their way to express deep feelings on something so horrific? There’s a museum in Germany and a website to the people that they have identified and found during the Holocaust. Real people look for their loved ones or a family member that they lost o r may have an idea that the person was involved during the Holocaust. (Saucher) You can go online send whatever information you know and if they have the information you can find out a family member that was in the Holocaust. C,5) If people want to deny it because the number is too big and they think it’s impossible that a human can ever pull something like that off their wrong. Pearl Harbor, Princess Diana, Twin Towers, etc. Were those wrong was that a lie? It was right. It’s a lie because so many lies are said about it. Does it mean that we need to agree with what everyone else says or look up things and educate yourself more about a subject you’re not so sure about? The Holocaust will forever be in our history for many more generations to come. It doesn’t matter if lies are said or doubts. There is no person that can change the fact that the Holocaust did happen. Since there are some that deny it, we can’t change it. Jews are not known for lying there are known for their honesty, But the person who started the Holocaust Denial was Harry Elmer Barnes. He was a respected historical revisionist known for his anti-war perspectives. He was warned against placing an amount of blame on the Nazis during the early 1960s. He says the World Wars were aggression against Germany, and that the Holocaust was propaganda for aggression. He then joined with European deniers in order to spread it; unfortunately, their efforts were successful. B,4) The Holocaust happened. It has been proven, many times over. But some people, American Nazis for example, claim that it never happened. It is easy to say things that are not true. It is easy to believe things that are not true. What kind of evidence is there, at this late date? There is a lot. There are eyewitness accounts, of Jews and N azis and bystanders. There are confessions. There are mountains of documents. There are graves and crematoriums. And there are missing people, individuals and huge parts of populations, gone, murdered. A person, who says that the Holocaust did not happen, says more about himself/herself than about history. You can claim that man never walked on the moon, and that Jesus never existed, that Mohamed was a pedophile and that the CIA killed JFK, yet if you claim that Jews were not murdered in gas chambers, you are facing a criminal record. The Holocaust was a major event in history. The millions of Jews who were tortured and killed by the Nazi are still being remembered today. The Holocaust was a terrible genocide and it leaves an impact on modern day history event, though it was a long time ago, before my time, it hurts. Even today, the damage still has not been repaired. It can’t be. No amount of money or anything can equal what was done. When I look back and identify with the holocaust, reading the history of the holocaust I could identify with what was happening and it was and still is horrifying. Never again, should this ever happen! I believe that if anyone knew what was to come, they would rather die than go through  the torture that they went through. Death was the only choice once in the hands of the enemy. The Nazis at that time  brutalized the idea of a Jewish person being a human being. It scares me to think that a world would allow such a horrible thing, but they went along with it. It makes me wonder, where God was when this happened. Any belief was judged if not deleted at a time like this. To look at the past, and see the live tapes of how it was, makes me want to close my eyes and pretend it didnt really happen, because to believe it shows just how evil,  a  man can be when given the opportunity. Families destroyed, records destroyed, being pulled apart, burned, shot, babies being cut out of the tummy of mothers and the wars. (library. thinkquest. org) My opinion on the holocaust is that it happened, and it is real. As horrible as it was, it happened. We as a nation and as people should never give anyone the power to do what was done. Just like slavery in America. It sickens me to say the least, that a man can justify killing another. They didnt just kill them, that would have been better if they just killed them, but that wasnt good enough. They had to torture  them, a  race of people who didnt deserve it. To those who deny the holocaust, well they will face serious consequences when it comes to the government. It’s a law that any person who denies the holocaust will be punished. There is no point in denying the Holocaust. (worldpress. com) After the Holocaust, the aftermath with the Jews, they were terrified after everything. So terrified they did not want to return back to their homes. (Dinnerstein) Some Jews were murdered when they tried to return to their homes in Poland. The problem was complicated because many countries refused to allow the survivors to enter. (Dinnerstein) A large number of Jewish survivors wanted to go to Palestine; the British were against such immigration and allowed fewer than 100,000 Jews to enter before Israel declared its independence in May, 1948. Looking for new homes approximately 137,000 Jews came to the United States (which admitted almost 400,000 refugees). Other countries where Jews found new homes were France, Canada, Great Britain, and Israel. The two countries receiving the largest numbers were the United States and Israel. (Dinnerstein) Works Cited Dinnerstein, Leonard. Survivors of the Holocaust. New York, 1982. Print. library. thinkquest. org. n. d. Saucher, Abraham. The Redemption OfThe Unwanted. 1987. Print. spicenter. org. 2013. theholocaustexplained. org. n. d. thinkquest. org. 2001. worldpress. com. n. d. www. ushmm. org. n. d.

Hospital Quality Improvement Essay Example for Free

Hospital Quality Improvement Essay Kausch and as a member of the quality improvement council. Corporate influences to assist in the hospital efforts consisted of providing staffing for QIP. The mentor was provided by headquarters staff, and in the case of WFRMC was Dr. Batalden (p. 525). The corporate headquarters also rovided a means for WFRMC to work with one of the other HCA hospitals to focus and develop self-assessment tools for department heads (McLaughlin Kaluzny, The impact of the programs that would be instilled in WFRMC can be 2006). measured through departmental quality improvement assessments. The scoring matrix of the self-assessment focused on approach, deployment (implementation), and effects ((McLaughlin Kaluzny, 2006). The approach includes the eight dimensions: leadership constancy, employee mindedness, customer mindedness, process focused, statistical thinking, PDCA driven, innovativeness, and regulatory proactiveness (p. 30). The implementation assessment was focused around the depth of deployment; the awareness, knowledge, understanding, and application of the plan (McLaughlin Kaluzny, 2006). The effects were assessed on the overall quality of measureable results. For example, CQI team for charting showed favorable results form quality improvement plans in that patient report availability was improved, and there were fewer phone calls [with regards to errors] (p. 537). Implementation programs. The obstetric department utilized a consultant to evaluate quality. The result of this was that it became clear that there was a demand for a system in hich a family-centered birth experience could occur (p. 541). This development ofa new family-centered system was based on the need to center its services on the customer preferences rather then a forced routine (McLaughlin Kaluzny, 2006). In order to implement a new system Ms. Cynthia Ayres, an administrative director, was assigned to implement this new concept. The result was that Ms. Ayres decided to use the CQI process to develop a new charge process and to evaluate the cost and resource consumption of the service (p. 541). In the evaluation all processes of a delivery were under analysis. Another tactical program that was supported with TQM was that of pharmacy. This was conducted as a result of the concern of the rapidly rising costs of inpatient drugs, especially antibiotics, which were costing the hospital about $1. 3 million per year (p. 543). A CQI team was formed and evaluated the process of how physicians selected antibiotics for treatment (McLaughlin Kaluzny, 2006). The end result of the CQI process was the recommendation that antibiotics be listed in order of increasing cost per average daily dose (McLaughlin Kaluzny, 2006)

Maos Last Dancer Essay

Maos Last Dancer Essay Li Cunxin, is one of the best male ballet dancers in the world. He has shown great courage, ambition and determination throughout his entire life. He excelled in the gruelling ballet training at the Beijing Dance Academy, made his way to be one of the premier dancers with the Houston Ballet for 16 years before moving on to another career as a stockbroker and today, he resides in Australia while travelling around the world as a motivational speaker. Li was born into a very poor family in 1961 in Qingdao in China which was then a communist country led by Mao. He lived in a very small town with twenty of his relatives. His family struggled to stay alive, living close to starvation daily, but because of the familys love for each other and their determination to live, they try very hard to survive each day. Lis childhood is filled with love and affection from his family. It was always in Lis mind that he wanted to be able to do something to help his family. He knew that ballet would be his familys best opportunity to escape the bitter poverty in his rural home in China. Sure enough, he was chosen to become a ballet dancer. Li then began his journey in becoming one of the best dancers in the world. His family is always there to support him on every decision he made, giving him full support, love and encouragement. At the age of eleven, Li began his training at the Beijing Dance Academy from 5:30 am to 9 pm for 6 days a week. No matter how much he suffered during the training, he never thought of giving up. He realised that dancing is his passion and it motivated him to give his 100% effort in dancing. Li would wake up at 5 in the morning when everyone is still sleeping and hop up and down the stairs to build the strength of his leg as well as his stamina. At night he would practice his turns by the candlelight. As much as he wanted to live a better life, he had never forgotten about his family that he left behind. Lis determination has steered him onto the path of success that helped him break free from his communist homeland. After 7 years of harsh training at the Beijing Dance Academy, Li had become a self disciplined and a student with great determination. He received a golden opportunity to study dance in America through a student exchange program under Maos regime. He was later offered a contract as a soloist with the Houston Ballet and danced for the company for 16 years. He was regarded as one of the best dancers in the world. In three international ballet competitions, he won silver and a bronze medal at three international ballet competitions and he performed with some of the best ballet companies in the world. Here are some quotes and principles that Li stands firm on which have led to his success in dance. Dance is the ultimate combination of discipline and freedom. Discipline is the foundation to become totally free and creative. If youre free without a foundation then you could go off the rails. His self determination, dedication and the willingness to work hard and always behave positively to achieve his goal is his approach to success and to dance. In the official site of Li Cunxin, here are the testimonials that document his influence on the development of dance. According to Australian Friendly Societies Association (AFSA), Without a doubt one of the most powerful and invigorating presentations I have seen. The AFSA are extremely impressed by Lis impact, style, personable nature and overall attitude. What makes me think that Li is impressive is in the sense of his style and movement in dance which are strong and defined which is beyond ethereal with his emotional conveyance. His dances are one of the dances that are hard to forget. I believe that his approach to dance is one of commitment and focus. From his attitude and behaviour, it can motivate us as dancers to keep in mind that we can do it as long as we stay determined. Lis film, Maos Last Dancer, is an amazing true story based on the extraordinary pathway he had to go through to become a famous dancer. Lis success is not just as a dancer, he succeeded in lighting for the true human ideal. The film Maos last dancer explores the struggle for two freedoms: personal choice and artistic expression. On the surface, this true story concerns the struggle between the eastern and western ideologies. While some people view his choices as heroic, others see him as a traitor to his homeland. In my point of view, Li left his family behind in Beijing to U.S and began to not only see the world for the first time, but also found his passion in dance. Going even deeper, viewers will see his struggle for creative freedom the ability to say, do, and dance what he feels as an artist. This is how he has made an influence in dance. I believe that it is true; he gives every dancer mental motivation and hope to achieve a goal by reminding us not to waste every single mome nt of our dancing journey. Other than that, Li likes to take on challenges. He requested to enter the America International Ballet Competition in Jackson, Mississippi, the equivalent of the Olympics for ballet dancers and he achieved a silver medal. I wanted to get a sense of how my dancing stood up to international standards. (Li, 292). Li always had a positive attitude towards dance. He had to constantly confront and overcome his self-doubt and insecurities; even when he was locked up in the Chinese Consulate in Houston for 21 hours, which is one of the most famous and controversial defection in the U.S history. The FBI and also the then Vice  president George W.Bush was called in resulting in a tension with the Chinese Consulate. The world waited for 21 hours to see what fate has for Li. Li walked out after 21 hours into the streets of Texas and never looked back ever since. These are what people admire about him the most. We have to find our own direction in dance; our own style by dancing from our heart and soul. Nowadays, the hard work and dedication towards dance that Li has are rarely seen. We can truly see that Lis story is a true fairytale about a boy who had a dream to become the best ballet dancer in the world. His view on dance training is one of determination and hard work because it provided a path for him to break free of communist China and take him around the world as a professional dancer. To prove the validity of the story above, here are the substantial evidences on his personal thoughts about his life in China. When Li was in America, he told himself that he was the fish and China is the pond. From this metaphor we can see how Li felt about China as a fish cannot exist anywhere else other than its pond so like the fish, Li thought he would not be able to live out of China. From what we can see from his life experience, the approach that Li took towards dance is full of determination, courage, discipline and the passion to be one of the best dancers in the world. His sheer discipline and the need for him to lift his family out of poverty drove him to achieve beyond his limit. Work Cited Elias, Debbie Lynn. Maos Last Dancer. 20 August 2010. Tonight at the Movies. . FAQs, Career. Li Cunxin Dancer, Stockbroker and Author of Maos Last Dancer. 2010. . Determination and Defection. TripAtlas.com. 2010. . Li, Cunxin. Maos Last Dancer. Offical Site of Li Cunxin. N.p., 2005. Web. 23 Aug 2010. . Li, Cunxin. Maos Last Dancer. Australia: Sheena Dewan, 2003.

Multicultural Education Essay -- Education Educating Culture Essays

Multicultural Education Getting Rid of the Stereotypes, and Teaching in a Multicultural Perspective Overview: It is rare that any two-classroom teachers will have the same definition for multicultural education. â€Å"The basic goal of multicultural education is to help all children understand and appreciate events and people from various points of view† (Welton, 113). Teaching with a multicultural perspective encourages appreciation and understanding of other cultures as well as one’s own. Rey Gomez states that teaching with this perspective promotes the child’s sense of the uniqueness of his own culture as a positive characteristic and enables the child to accept the uniqueness of the cultures of others. Children’s attitudes toward their race and ethnic group and other cultural groups begin to form early in the preschool years. Children are easily influenced by the cultural, opinions, and attitudes of their caregivers. Caregiver’s perceptions of ethnic and racial groups can affect the child’s attitudes toward those minority groups. â€Å"Early childhood educators can influence the development of positive attitudes in young children by learning about and promoting the various cultures represented among the children they teach† (Gomez, 1). Gomez also states young children can develop stereotypic viewpoints of cultures different from their own when similarities among all individuals are not emphasized. Teachers can help eliminate stereotypes by presenting material and activities that enable children to learn the similarities of all individuals. Early childhood teachers and parents of young children should become aware of the myths and assumptions associated with multicultural education so that they develop appropriate goals and methods. Listed below are the assumptions of multicultural education created by Paul Gorski and Bob Covert: 1. It is increasingly important for political, social, educational and economic reasons to recognize the US is a culturally diverse society. 2. Multicultural education is for all students. 3. Multicultural education is synonymous with effective teaching. 4. Teaching is a cross-cultural encounter. 5. The educational system has not served all students equally well. 6. Multicultural education is (should) being synonymous with educational innovation and reform. 7. Next to parents (primary caregivers) teach... ...es you can step on along the way, making sure there are no stereotypes in my classroom will be a necessity. Getting rid of the stereotypes, and teaching in a multicultural perspective will be one of my goals in the near future when I am a teacher myself. Works Cited: Dimidjian, V.J. â€Å"Holiday, Holy Days, and Wholly Dazed.† Young Children 1989: 6, 44. Dixon, G. T. & Fraser, S. â€Å"Teaching Preschoolers in a Multilingual Classroom.† Childhood Education 1986: 62. Gomez, Rey A. â€Å"Teaching with a Multicultural Perspective.† Eric Digests 1991. 30 Jan. 2002 http://www.ed.gov/databases/ERIC_Digests/ed339548.html. Gorski, Paul. & Covert, Bob. â€Å"Defining of Multicultural Education.† Multicultural Pavilion 2000. 30 Jan. 2002 http://curry.edschool.virginia.edu/go/multicultural/initial.html. Norton, D.E. â€Å"Language and Cognitive Development Through Multicultural Literature.† Childhood Education 1985: 62. Phillips, C.B. â€Å"Nurturing Diversity For Today’s Children and Tomorrow’s Leaders.† Young Children 1988: 2, 43. Welton, David A. Children and Their World: Strategies for Teaching Social Studies. 7th ed. Boston: Houghton Mifflin, 2002.

The Significance of John in Brave New World :: Brave New World

The Significance of John in Brave New World In Brave New World, there are three societies: the civilized society of Bernard and Mustapha Mond, the savage society of John and Linda, and the old society, which is not explicitly in the book but is described by the characters. These societies are vastly different. The old society is 20th century Western society; the civilized society creates people and conditions them for happiness and stability; and the savage society is very far behind the civilized society technologically, and is very religious. John is a very important character in the novel because he represents the link between all three of these societies. John's mother was created in the civilized society and lived there until John was accidentally conceived. She had to move to the savage society, and John was born and raised there. John had a connection to civilized society from an early age from hearing stories from his mother. He also came across a book of Shakespeare and by reading it, learned about old society. These however, are just preliminary connections for the bridges that will soon be built. The adult John comes to civilized society as an experiment by Marx and Mond to see how a "savage" would adapt to civilization. Frankly, he does not adapt very well. He is appalled by the lifestyle and ideas of civilized people, and gets himself into a lot of trouble by denouncing civilization. He loves Lenina very much, but gets very upset at her when she wants to have sex with him. He physically attacks her, and from that point on does not want to have anything to do with her. When his mother dies, he interferes with the "death conditioning" of children by being sad. Finally, his frustrations with the civilized world become too much for him and he decides to take action. He tries to be a sort of a Messiah to a group of Deltas, trying to free them from the effect of soma. He tells them only the truth, but it is not the truth that the Deltas have been conditioned to believe, so to them it is a violent lie and they begin to cause a riot. When the riot is subdued, John is apprehended an d taken to have a talk with Mustapha Mond. This talk with Mustapha Mond is very enlightening for John, and it creates his connection with the old society.

Evolution and Creation Essay -- essays research papers

Evolution vs. Creation How was the earth created? There are several different answers to this question. One is from a religious viewpoint and stems from the Bible. Another comes from the world of science and is based on evidence that has surfaced over the last century. The theory of evolution comes into direct conflict with another theory that has been around for thousands of years, the theory of creation. The theory of evolution claims that humans have evolved over thousands of years from apes. The creation theory discredits evolution and claims that God created man. As the teaching of the theory of evolution has been accepted into most public schools, a new controversy has arisen about whether or not the theory of creation should also be taught in public schools. The theory of evolution was first presented in 1859 by Charles Darwin and has influenced history as an alternative to the theory of creation. Evolution is simply change; it is a process that results in genetic changes in a population spread over many generations. The theory of evolution suggests that all the species that have ever existed descended from a single ancestor from the past. This theory claims that humans, through gradual continuous changes, have evolved from the ape family. These gradual continuous changes arose from the need for species to better adapt to their environment. Since mutation is a random process, the changes can either be beneficial, unfavorable, or have no use at all. This theory is largely supported by the findings of paleontology, anthropology, and genetics and involves the process of natural selection. Fossil records have been used as empirical evidence to support the theory and have concluded that Homo sapiens share â€Å"clear anatomical, genetic, and historical relationships to other primates.† This trend of evolution is never ending and continues to occur in all life forms. The theory of creation is based on the first eleven chapters in the Bible, and is by some considered to be part of world history. This theory supports the notation that the world was created in six days and that Adam and Eve were the first humans. The theory states that the world is young, only ten thousand years old. The Bible states that man is made in the image of God, therefore God created mankind. Creationists use this to further justify that God created man, not apes. It also claims that all... ...ce will always be questioned and doubted regardless of the empirical evidence that supports it. Mounting empirical evidence has proven through scientific means that evolution is no longer a theory, yet those who are eternal supporters of the theory of creation continue to attempt to discredit the theory of evolution. The theory of evolution is an acceptable subject to be taught in public schools because it is a subject that is based on scientific discoveries, making it appropriate for science classes. The theory of creation is based on religion and religion is a subject that should not be taught in public school, but one that is the responsibilities of the parents. Because of the diversities of religion in our country, soley Christian values and theories should not be taught to children in the classroom settings. Resources Bergman, Jerry. Teaching Creation and Evolution in Public Schools. Creation Ex Nihileo Technical Journal, 1999, Vol. 13, Issue 2. Bronson, Michael. 7-Day Creation: Figurative or Literal. Understanding God and his Universe, Section 11, 2001. Jackson, Wayne. The Influence of Evolution Upon Religion. Reason and Revelation, Augusta 1995, Vol.15, Issue 8: 60-61.

Global Warming Summary

There have been so many experiments scientists had done on, and from these experiments they observed an explosive number of information they would known. What if, one time, these intelligent people could have known an inconvenient truth; will you be able to believe them? Or you will be shock about what these people say is? This thing depends upon you. But I will share you about what I learn from Al Gore, the things really happening to our world, the â€Å"Global Warming. †Al Gore is a statesperson who run presidency of the United States of America in 2005 but has been disqualified because his opponents have attacked his advocate about Global Warming saying that it is a fraud. But from this failure does not stop him from giving the message of Earth itself or what we called Mother Nature. From these things he had done, his endeavor of protecting our whole Earth, he established to make his movie â€Å"A Inconvenient Truth† for us not to be aware only but to respond. I reme mber one of his slide shows, an example of a frog that jumps over the boiling water and because of extreme hotness the frog jumps out.What Al Gore tells us in this point is we have to give respond or else we are going to kill ourselves and the whole World. Al Gore had said that Global Warming is really basic, the suns rays comes to the earth and the earth reflects infra red rays but the clouds thickens the atmosphere that is why these infra reds are reflected back to the earth and then the temperature rises. If you are only going to look it like this, you will maybe say â€Å"Don’t tell me that, I know its! † but there are more things we don’t know really happening the things that are affected by surface heating.And these are what make this present era different form other time lines. There are many era that had past gone on our planet Earth and these era’s almost have the same pattern of the levels of carbon dioxide but our time now, Al Gore had emphasiz e that it is almost twice the level of those times and I am shock that if we continue to emit this kind of gas at a constant rate by our time, after fifty years it is four times as much as carbon dioxide content in the atmosphere. If you will imagine, if you wake up in hose times you will see dark clouds everywhere you go and the temperature will be as much than our hottest temperature. Of course, we are not mutants to live in that state of place! This course of manipulation of the atmosphere is because of our increase of carbon dioxide emission by means of industries, cars and others. Now that we had known the causes, Al Gore had had presented to us its effects. These are temperature rise, polar ice melts, he disaster like wildfire, huge hurricanes and tornadoes, sea level rise, climate change, existence of mutations and even ice age.If you would see and if we had the same idea we would notice that these things happen to be a chain reaction or what we called domino effect. If we ha d high level of temperature, polar ice melts faster and strong winds are created that will make huge disasters, then the sea level rise, afterwards climate change. Because these things happen with a combination of a dramatic change in the environment organisms adapted by means of mutations and from these mutations new diseases and viruses existed. If all of the ice in North and South Pole will melt the temperature convention will stop and then ice age will exist.What a long stack of domino I said, it’s too long and its start is only Global Warming. Imagine it, from one mistake makes a huge destruction. After you have seen these effects, are you going to reply Mother Nature? Certainly yes, you should. We should save our world before the world betray us. Thanks to Al Gore who demonstrated solutions on this problem; these are using efficient technologies, for hiring farmers who will produce biological gas, using renewable energies like solar energy and wind energy, and by means of tree planting.These things could be done if you have one thing, Al Gore mention it as â€Å"political will. † That’s why countries all over the world should cooperate at all cost and means to save our self and also the future. We should not wait our children in the long run to ask us questions hard to answer because of regrets and these are â€Å"what have you done while you are living? Why are we experiencing this? † After viewing his message as viewers, I am happy to say that there are a lot of people who care Mother Nature but no one had any courage to publicize these things as an issue to the whole world than him.It is a brave act to take a lead not only for his country but also in the whole world and I wish this man could see happiness from his exhaustive hard work advocate when the time comes the Earth and the living things will thank him. His movie should be watch by all of us to become aware of the effects of Global Warming and this is a thing we shou ld do, to make others aware more than the things they do. Every one of us has responsibility and I know you know it to protect. We had much power to do that and here comes a quote, â€Å"a great power comes with great responsibility. †

Orang Asli Customary Law Essay

Orang Asli is a Malay term for natives. Traditionally, natives make decisions and settle disputes by achieving consensus through processes like negotiation and consultation. These customary practices had become adat (customs) that governed indigenous communities in Sabah and Sarawak for generations, existed only in oral form. In Sabah, efforts were made to codify adat but all these attempts fell short of having these customs codified and made legally binding. Instead, they remained merely as guides to native chiefs and court officials. Among all, only the efforts of George Cathcart Woolley (Commissioner of Lands, North Borneo Company) have successfully printed the compiled customs as codes. These codes were published by government printing office in 1953 and reprinted in 1962 as Native Affairs Bulletins No. 1 to 7. The 7 Natives Affairs Bulletins published by the North Borneo Company, 1936 –1939 1. The Timoguns: A Murut Tribe of the Interior, North Borneo Native Affairs Bulletin No. 1, Sandakan: Government Printing Office, 1936 (Reprinted by the North Borneo Government Printing Office, 1962.32 p). 2. Tuaran Adat: Some Customs of the Dusun, North Borneo, Native Affairs Bulletin No. 2, Sandakan: Government Printing Office, 1937. (Reprinted by the North Borneo Government Printing Office, 1953). 3. Murut Adat: Customs Regulating Inheritance amongst the Nabai Tribe of Keningau and the Timogun Tribe of Tenom, Native Affairs Bulletin No. 3, Sandakan: Government Printing Office, 1939, 27 p. 4. Dusun Adat: Customs Re gulating Inheritance amongst the Dusun Tribes in the Coastal Plains of Putatan and Papar, Native Affairs Bulletin No. Below are distinct types of compensation for injuries stated in this Rule: Types of compensation Interpretation 1. Babas any customary conciliatory gift to an aggrieved party designed to preserve the bonds of friendship. 2. Denda Malu a customary compensation in respect of any breach of native customary law which exposes the aggrieved party to the possibility of disgrace before the relatives or community to whom or which such aggrieved party belongs. 3. Kepanasan kampung a customary fine in respect of an offence against the general virtues and dignity of a village. 4. Sogit Customary haematic penalty. All these compensation for injuries comes in the form of fine, adat fine and restorative justice. Restorative justice is an approach to justice  that focuses on the needs of the victims and the offenders, as well as the involved community, instead of satisfying abstract legal principles or punishing the offender. Usually, the offenders have to compensate the aggrieved party with livestock or other things of equivalent value in accordance with adat fine. Mr Anthony  John Noel  Richards must be mentioned in the codification of Dayak customary laws in Sarawak. After graduating from college, he entered the Sarawak civil service as a  Brooke  cadet officer  in September  1938. His first posting was to the  Secretariat  where he worked under Mr Andrew MacPherson, then Secretary for Native Affairs. Here, he rapidly gained  fluency  in both Iban and Malay. In the year 1961, he published: Dayak Adat Law in the Second Division (in Iban and English, 1963, Kuching: Government Printer), and Dayak Adat Law in the First Division-Bidayuh (in English, 1964, Kuching: Government Printer). In Sarawak, the Sea-Dayaks (Iban) are the largest indigenous group. They are animists who believe in various deities. Legends say that these deities gave the Sea-Dayaks’ ancestors natural law which has become the customary law. These customary laws became the basis on settling disputes and cases. The very first codification of Sea-Dayak law has started with Mr A. B. Ward in the year 1907. He was the Resident of the Second Division at Simanggang. His code was successfully published in Sarawak Museum Journal. A conference took place in the Third Division, year 1932 to record these customary laws.